ELD+(English+Language+Development)


 * < [[file:ELD-Matrix-of-Grammatical-Forms.doc]] ||< ==Susana Dutro's ELD Matrix of Grammatical Forms -- one effort at a developmental progression of grammatical forms.==
 * < [[file:ELD-Matrix-of-Grammatical-Forms.doc]] ||< ==Susana Dutro's ELD Matrix of Grammatical Forms -- one effort at a developmental progression of grammatical forms.==

Single-page (11X17?) layout: [[file:ELD-Matrix-of-Grammatica-Forms.doc|Word]] [[file:ELD-Matrix-of-Grammatica-Forms.pdf|PDF]]
|| PDF version || http://tiny.cc/mps-CGCS-ELD2 ||
 * < [[file:functional-grammar-ELD-Matrix-of-grammatical-forms.pdf]] ||< Susan Dutro's original version of the ELD Matrix -- with an explanation of how it could be used. ||
 * < [[file:AimingHigh_dutro.pdf]] ||< Dutro's brilliant article -- an early advocate of the three-prong ESL support model. ||
 * < [[file:california-2010-saunders-guidelines.doc]] ||< Saunders & Goldenberg's 2010 review of ELD research from their chapter of the 2010 California DOE research guide.
 * Council of Great City Schools 2014 "Framework for Raising Expectations and Instructional Rigor for English Language Learners," || The Council of Great City Schools seems to be a big deal here in MPS. In their 2014 "Framework for Raising Expectations and Instructional Rigor for English Language Learners," the CGCS recommends ELD 2.0 -- a concept completely in keeping with Dutro and the California DoE's recommendations.
 * < [[file:Bill Saunders Research About ELD Instruction.pdf]] ||< This is interesting. I got it from the Internet. Evidently, it's a hand out from a 2010 presentation that Saunders himself did on the research around ELD instruction -- and the findings that went into his chapter for the California DOE practice guide. ||
 * < [[file:Hakuta-study-on-pullout.pdf]] ||< The EdSource/Stanford conclusions regarding pull-out ELD instruction from the massive Cailfornia "Similar English Learners" study ||
 * < [[file:Second Language Communication Strategies.docx]] || ** I have a strange love for this piece of research by the Chesterfields, ** which argues that communication and learning strategies emerge in a developmental sequence, with a "natural order." So that the strategies that are appropriating for learning language/communicating through a second language will show up at about the same stage in the acquisitional process for all learners. ||
 * < [|Kinsella-Structured Interaction] ||< Information on making "structured interaction" work. ||
 * < [| ELD Curriulum] ||< Jill Kerper Mora, Ed.D (San Diego State University)--GREAT ELD resources ||
 * [[file:mean-proficiency-annual-growth-WIDA-focus-on-growth.pdf]] || **This is the document you've been looking for!**
 * Annual WIDA Proficiency-Level Growth Rates** broken down by GRADE CLUSTER and by WIDA LEVEL. (From a WIDA publication on growth and the W-ACCESS. **This is the document we've all been looking for!** ||
 * Sir Richard F. Burton's Language Study Technique || Sir Richard F. Burton, the nineteenth-century linguistic, author and explorer, spoke 40 languages. In this excerpt from his autobiography, he explains his language study technique. Then I explained how what he did aligns with current SLA and Learning theory. ||